1. Description of learning outcomes in Latvian vocational education
Gunta Kinta
Academic Information Centre
NCP-VET-CO project third meeting
3 – 4 June 2010 in Riga

2. Where to look for learning outcomes?
Vocational education standards
Occupation standards
Vocational education programmes

3. Occupation standards Occupational standards include:
Main duties and tasks of a particular profession
Professional and general skills, knowledge (indicating the level) and professional competence necessary for accomplishing the tasks
452 occupation standards (June 2010) of 9 main professional groups included in the Occupation Classifier

4. Types of vocational education programmes
vocational basic education programmes
vocational education programmes
vocational secondary educational programmes
first level professional higher education (college education) programmes
professional continuing education programmes
professional development educational programmes

5. Procedure for developing occupation standards
The State Education Content Centre (levels 1-3) and the Ministry of Education and Science (levels 4-5) arrange working groups (social partners) for developing occupation standards
The National Tripartite Sub-council for Cooperation in Vocational Education and Employment reviews and confirms the occupation standards
The Ministry of Welfare updates the Register of Occupation Standards
Standards according to the procedure may be developed also by trade unions, employers’ organisations, education establishments

6. Procedure for developing vocational education programmes
The Ministry of Education and Science:
Evaluates the education programme.
Provides consultations in the development of education programmes.
Education establishment:
Establishes working group for developing an education programme.
Develops the education programme project according to laws and regulations.
Submits the education programme for evaluation.
State Education Content Centre, 2010

7. Professional qualification levels
Level 1 - theoretical and practical training that prepares one for performing simple tasks in a certain area of practical activity (assistant of cook, carpenter etc.)
Level 2 - theoretical and practical background that allows the holder to perform qualified work independently (carpenter, hairdresser, cook, sewer, welder etc.)
Level 3 - advanced theoretical and professional background which enables the holder to fulfil certain tasks, including the planning and organisation of work (various technicians, car mechanics, hotel service specialist etc.)
Level 4 - theoretical and practical background that enables the holder to perform complicated tasks as well as to organise and manage others in their work
Level 5 - the highest qualification of the specialist in the given field that enables the holder to plan and perform research and scientific work in the field

8. Descriptors 4
Knowledge In the context of EQF, knowledge is described as theoretical and/or factual
Skills In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments)
Competence In the context of EQF, competence is described in terms of responsibility and autonomy. Take responsibility for completion of tasks in work or study
4.2. Vocational education
Basic knowledge and understanding of processes, materials, tools, technology in a certain field of work
Find and use information for completion of certain tasks in work.
Plan work for completion of certain tasks.
Carry out work of a doer independently.
Work in cooperation
Take responsibility for completion of work tasks.
Improve their professional competence
4.3.
Vocational upper-secondary education
Broad and varied specific knowledge of facts, principles, processes and general concepts in a certain field of work is routine and specific situations
Find, evaluate and use information in creative manner for completing tasks in work and solving problems.
Plan and organise work for completing work tasks of certain complexity (it is ensured by advanced theoretical preparation).
Supervise routine work of other people by taking a certain responsibility for completion and improvement of work
Purposefully improve their competence in a field of work.

9. Persons and groups formulating learning outcomes
Education institutions
Employers’ or sectoral organisations
Trade unions
Ministry and other state institutions

10. Description of learning outcomes in Latvian vocational education
Gunta Kinta
Academic Information Centre
NCP-VET-CO project third meeting
3 – 4 June 2010 in Riga